Subject: Chemistry Date: 13/6/2022 Class: 5 Creative

Time: 0700-0830 Day: Monday Attendance: /29

Theme: CHEMICAL PROCESS
Learning Area: REDOX EQUILIBRIUM
Content
9.5 Extraction of metal from its ore
Standard
Learning 9.5.1 Explain extraction of metal from its ore through electrolysis process.
Standard
Learning Pupils are able to:
Objective Explain extraction of metal from its ore through electrolysis process.

Success criteria: At the end of this lesson, students can:

Low performance Able to describe on extraction of aluminium from bauxite includes:
 half equations at either anode and cathode,
 redox reaction that occurs,
Average performance Able to describe on extraction of aluminium from bauxite includes:
 half equations at anode and cathode,
 redox reaction that occurs,
High performance Able to describe on extraction of aluminium from bauxite includes:
half equations at anode and cathode,
 redox reaction that occurs,
 effects of extraction of aluminium from bauxite to the
environment.
Evaluation: Oral Scientific Collaborate
(Technique and Written task Attitudes Interest and curious about the
tool used) environment

Learning Textbooks HOTS Analysing

Aids and Module Evaluating
Resources:
Elements Cross Language STEM Problem Solving
Curricular/ Noble Values
Moral Value /
Science and Technology
Knowledge
Learning Activities: Impact / Reflection
Starter  Teacher introduces the topic.
(Engagement)  Students watch and analyse the extraction process of
5 mins aluminium from bauxite through a video.
Main Activities  Students sketch and label the extraction of aluminium from
(Explore) molten aluminium oxide diagram.
5 mins
Main Activities  In group, students discuss the process involved in the
(Explain) extraction of aluminium using electrolysis as redox reaction
30 mins  Using table form, students identify the reaction occurs at
anode and cathode, followed by half equations
Main Activities HOTS activity
(Elaborate) In group, students justify
35 mins  the negative effect of the carbon dioxide formed during the
extraction process.
 Red toxic sludge pollution from bauxite waste
Plenary  Students summarize what has been learned today.
(Evaluation)
5 mins
Follow up action Enrichment Strengthening Recovery

Reflection
Subject: Chemistry Date: 14/6/2022 Class: 5 Creative
Time: 0700-0830 Day: Tuesday Attendance: /29
Theme: CHEMICAL PROCESS
Learning Area: REDOX EQUILIBRIUM
Content
9.5 Extraction of metal from its ore
Standard
Learning 9.5.2 Explain metal extraction from its ore through reduction process by carbon.
Standard
Learning Pupils are able to:
Objective Explain metal extraction from its ore through reduction process by carbon.

Success criteria: At the end of this lesson, students can:

Low performance Able to describe metal extraction includes:
 half equations at either anode and cathode,
 redox reaction that occurs,
Average performance Able to describe metal extraction includes:
 half equations at anode and cathode,
 redox reaction that occurs,
 importance of coke and carbon monoxide
High performance Able to describe metal extraction includes:
 half equations at anode and cathode,
 redox reaction that occurs,
 importance of coke, carbon monoxide, slag and limestone
Evaluation: Oral Scientific Collaborate
(Technique and Written task Attitudes Interest and curious about the
tool used) environment

Learning Textbooks HOTS Analysing

Aids and Module Evaluating
Resources:
Elements Cross Language STEM Problem Solving
Curricular/ Noble Values
Moral Value /
Science and Technology
Knowledge
Learning Activities: Impact / Reflection
Starter  Teacher introduces the topic.
(Engagement)  Students watch and analyse extraction of iron from its ore
5 mins through a video.
Main Activities  Students analyze and label the diagram on extraction of
(Explore) iron
5 mins
Main Activities  In group, students discuss the process involved in the
(Explain) extraction of iron
30 mins  Using table form, students identify the reaction occurs at
anode and cathode, followed by half equations
Main Activities HOTS activity
(Elaborate) In group, students justify the role of
35 mins  Coke and carbon monoxide
 Slag
 limestone
Plenary  Students summarize what has been learned today.
(Evaluation)
5 mins

Follow up action Enrichment Strengthening Recovery

Reflection

Subject: Chemistry Date: 14/6/2022 Class: 4 Creative

Time: 1115-1215 Day: Tuesday Attendance: /32
Theme: FUNDAMENTALS OF CHEMISTRY
Learning Area: 3.0 THE MOLE CONCEPT, CHEMICAL FORMULAE AND EQUATIONS
Content
3.3 Chemical formulae
Standard
Learning 3.3.3 Determine the empirical formula of copper(II) oxide (CuO) through an activity.
Standard 3.3.4 Solve numerical problems involving empirical formula and molecular formula.
Learning At the end of this lesson, students are able to:
Objective  Determine the empirical formula of copper(II) oxide (CuO) through an activity.
 Solve numerical problems involving empirical formula and molecular formula.
Success criteria: At the end of this lesson, students can:
Low performance 1. Determine the mass of elements from the experimental results
2. Calculate the number of mol of elements

Average performance 1. Determine the mass of elements from the experimental results
2. Calculate the number of mol of elements
3. State the simplest mol ratio of elements

High performance 1. Determine the mass of elements from the experimental results
2. Calculate the number of mol of elements
3. State the simplest mol ratio of elements
4. Determine the empirical formula
Evaluation: Written task Scientific Attitudes Collaborate
(Technique and Oral
tool used)
Learning Textbooks HOTS Analysing
Aids and Evaluating
Resources:
Elements Cross Language STEM Problem Solving
Curricular/ Noble Values
Moral Value /
Science and Technology
Knowledge
Learning Activities: Impact / Reflection
Starter  Teacher introduces the topic and the success criteria for the
(Engagement) lesson
5 mins  Students watch and analyze the experimental video on how
to determine the empirical formula of copper(II) oxide (CuO)

Main Activities Flying carpet

(Explore)  Based on the video, in group, students record the result of
10 mins the experiment in a form of table
 Students exchange their data with other group for marking

Main Activities Bus Stop

(Explain)  In group, students determine the empirical formula of
5 mins copper(II) oxide (CuO)
 Students write their working on a piece of mahjong paper.
 Students stick their work at their designated place.
 Students go round in a group to give comments on their
friends work.
Main Activities Combo map
(Elaborate)  Individually, student solve the numerical problems
35 mins regarding empirical formula in their module
  Then, they will check and compare their answers with their
group member.
 If the answers gotten is wrong, the group will have to
decide on the correct solution of the answer.
Plenary Students summarize the lesson.
(Evaluation)
5 mins

Follow up action Enrichment Strengthening Recovery

Reflection
Subject: Chemistry Date: 15/6/2022 Class: 4 Creative
Time: 1115-1215 Day: Wednesday Attendance: /32
Theme: FUNDAMENTALS OF CHEMISTRY
Learning Area: 3.0 THE MOLE CONCEPT, CHEMICAL FORMULAE AND EQUATIONS
Content
3.3 Chemical formulae
Standard
Learning 3.3.5 Construct chemical formulae of compounds.
Standard
Learning At the end of this lesson, students are able to:
Objective  Construct chemical formulae of compounds.
Success criteria: At the end of this lesson, students can:
Low performance 1. State at least 6 cations with correct formula and charge
2. State at least 4 anions with correct formula and charge
Write at least 7 chemical formulae of compounds correctly using the
cross method
Average performance 1. State at least 4 cations with correct formula and charge
2. State at least 2 anions with correct formula and charge
3. Write at least 4 chemical formulae of compounds correctly using the
cross method
High performance 1. State at least 8 cations with correct formula and charge
2. State at least 6 anions with correct formula and charge
3. Write at least 10 chemical formulae of compounds correctly using
the cross method
Evaluation: Written task Scientific Attitudes Collaborate
(Technique and Oral
tool used)
Learning Textbooks HOTS Analysing
Aids and Evaluating
Resources:
Elements Cross Language STEM Problem Solving
Curricular/ Noble Values
Moral Value /
Science and Technology
Knowledge
Learning Activities: Impact / Reflection
Starter  Teacher introduces the topic and the success criteria for the
(Engagement) lesson
5 mins  Teacher writes the formula NaCl and MgCl2 on the
board
 Students deduce information on the formula given
verbally

Main Activities Pop corn activity

(Explore)  Each student will say the formula of cation or anion
10 mins based on teacher’s flash card. Then he or she needs
to call out another person to say another formula
 Student with wrong answer will remain standing until
they get the correct answer

Main Activities Think-pair-share (Activity 3.15)

(Explain)  Individually, student try to determine the chemical formula
5 mins of 12 ionic compounds stated on Q4 Activity 3.15.
 Students compare their answer with their partner and
discuss which formula that they got wrong.
Main Activities Guess who am I game & Flying carpet
(Elaborate)  Teacher shows a card with chemical formula.
35 mins  Each group will identify the name of the compound and
write their answer on a mini white board provided.
 Students exchange their answer with other group for
 marking
 Group with the most correct answers will be the winner
and be rewarded
Plenary Exit ticket
(Evaluation)
5 mins Students summarize the lesson.

Follow up action Enrichment Strengthening Recovery

Reflection
Mata pelajaran: Sains Tarikh: 15/6/2022 Kelas: 5 Marvelous
Masa: 1015-1145 Hari: Rabu Kehadiran Murid: /32
Tema: TEMA 1: PENYENGGARAAN DAN KESINAMBUNGAN HIDUP
Bidang Pembelajaran: BIDANG PEMBELAJARAN: 2.0 NUTRISI DAN TEKNOLOGI MAKANAN
Standard Kandungan 2.5 Teknologi pemprosesan makanan

Standard Pembelajaran 2.5.1 Berkomunikasi mengenai teknologi pemprosesan makanan

Objektif Pembelajaran Pada akhir pelajaran, murid dapat:

2.3.1 Berkomunikasi mengenai teknologi pemprosesan makanan
Kriteria Kejayaan (KK): Pada akhir pelajaran, murid dapat:
Aras Rendah - Menyatakan empat kaedah teknologi pemprosesan makanan
dan bahan kimia dalam pemprosesan makanan
Aras Sederhana - Menyatakan enam kaedah teknologi pemprosesan makanan
dan bahan kimia dalam pemprosesan makanan
Aras Tinggi - Menyatakan lapan kaedah teknologi pemprosesan makanan
dan bahan kimia dalam pemprosesan makanan
Penilaian (Kaedah dan Pemerhatian, lisan, Latihan murid
alat):
Bahan Bantu Mengajar: Buku teks, modul, papan putih mini
Pengisian Kurikulum: Ilmu Minat dan sifat ingin tahu tentang alam sekitar.
/ EMK / Nilai
Aktiviti Pengajaran Impak / Refleksi
Aktiviti Permulaan  Guru menyatakan standard pembelajaran dan kriteria
(Penglibatan) kejayaan bagi topik yang dipelajari
5 min  Guru menayangkan slide powerpoint berkaitan tajuk.
Kemudian murid membuat perkaitan antara objektif
pembelajaran dan kriteria kejayaan dengan tajuk
Teknologi pemprosesan makanan

Aktiviti Utama  Guru membahagikan tajuk kepada setiap kumpulan dan

(Penerokaan) minta murid berkomunikasi mengenai tajuk yang
10min diberikan
 Pencatat kumpulan akan mencatat maklumat dalam
bentuk peta I-Think
 Pembetang akan membentang hasil kerja kumpulan.
 Sesi soal jawab

Aktiviti Utama Aktiviti Mix and Match

(Penerangan)
15 min  Seterusnya murid melakukan aktiviti Mix-N-Match iaitu
murid bergaul dan bergerak mencari bahan dan maklumat
yang boleh dipadankan dengan bahan/maklumat yang ada
pada dirinya.

Aktiviti Utama Aktiviti Answer me right: Kuiz berkumpulan

(Perkembangan)
45 min  Guru memaparkan dan membacakan soalan dan murid-
murid akan cuba menjawab. Kumpulan yang paling
banyak memberikan jawapan yang tepat akan diberi
ganjaran.

Aktiviti Penutup Activiti Exit Ticket & Parking Lot

10 min  Murid merumuskan apa yang dipelajari.
 Murid menulis refleksi kendiri pada exit ticket untuk
 dilekatkan pada Parking Lot.

Tindakan Susulan untuk Pengayaan: Pengukuhan: Pemulihan:

Murid / Penilaian

Refleksi

Mata pelajaran: Sains Tarikh: 16/6/2022 Kelas: 5 Progressive

Masa: 0700-0830 Hari: Khamis Kehadiran Murid: /33
Tema: TEMA 1: PENYENGGARAAN DAN KESINAMBUNGAN HIDUP
Bidang Pembelajaran: BIDANG PEMBELAJARAN: 2.0 NUTRISI DAN TEKNOLOGI MAKANAN
Standard Kandungan 2.5 Teknologi pemprosesan makanan

Standard Pembelajaran 2.5.1 Berkomunikasi mengenai teknologi pemprosesan makanan

Objektif Pembelajaran Pada akhir pelajaran, murid dapat:

2.3.1 Berkomunikasi mengenai teknologi pemprosesan makanan
Kriteria Kejayaan (KK): Pada akhir pelajaran, murid dapat:
Aras Rendah - Menyatakan empat kaedah teknologi pemprosesan makanan
dan bahan kimia dalam pemprosesan makanan
Aras Sederhana - Menyatakan enam kaedah teknologi pemprosesan makanan
dan bahan kimia dalam pemprosesan makanan
Aras Tinggi - Menyatakan lapan kaedah teknologi pemprosesan makanan
dan bahan kimia dalam pemprosesan makanan
Penilaian (Kaedah dan Pemerhatian, lisan, Latihan murid
alat):
Bahan Bantu Mengajar: Buku teks, modul, papan putih mini
Pengisian Kurikulum: Ilmu Minat dan sifat ingin tahu tentang alam sekitar.
/ EMK / Nilai
Aktiviti Pengajaran Impak / Refleksi
Aktiviti Permulaan  Guru menyatakan standard pembelajaran dan kriteria
(Penglibatan) kejayaan bagi topik yang dipelajari
5 min  Guru menayangkan slide powerpoint berkaitan tajuk.
Kemudian murid membuat perkaitan antara objektif
pembelajaran dan kriteria kejayaan dengan tajuk
Teknologi pemprosesan makanan

Aktiviti Utama  Guru membahagikan tajuk kepada setiap kumpulan dan

(Penerokaan) minta murid berkomunikasi mengenai tajuk yang
10min diberikan
 Pencatat kumpulan akan mencatat maklumat dalam
bentuk peta I-Think
 Pembetang akan membentang hasil kerja kumpulan.
 Sesi soal jawab

Aktiviti Utama Aktiviti Mix and Match

(Penerangan)
15 min  Seterusnya murid melakukan aktiviti Mix-N-Match iaitu
murid bergaul dan bergerak mencari bahan dan maklumat
yang boleh dipadankan dengan bahan/maklumat yang ada
pada dirinya.

Aktiviti Utama Aktiviti Answer me right: Kuiz berkumpulan

(Perkembangan)
45 min  Guru memaparkan dan membacakan soalan dan murid-
murid akan cuba menjawab. Kumpulan yang paling
banyak memberikan jawapan yang tepat akan diberi
ganjaran.

Aktiviti Penutup Activiti Exit Ticket & Parking Lot

10 min  Murid merumuskan apa yang dipelajari.
 Murid menulis refleksi kendiri pada exit ticket untuk
dilekatkan pada Parking Lot.
Tindakan Susulan untuk Pengayaan: Pengukuhan: Pemulihan:
Murid / Penilaian

Refleksi

Mata pelajaran: Sains Tarikh: 17/6/2022 Kelas: 5 Progressive

Masa: 0700-0830 Hari: Jumaat Kehadiran Murid: /33
Tema: TEMA 1: PENYENGGARAAN DAN KESINAMBUNGAN HIDUP
Bidang Pembelajaran: BIDANG PEMBELAJARAN: 2.0 NUTRISI DAN TEKNOLOGI MAKANAN
Standard Kandungan 2.6 Makanan dan suplemen kesihatan

Standard Pembelajaran 2.5.1 Berkomunikasi mengenai teknologi pemprosesan makanan

Objektif Pembelajaran Pada akhir pelajaran, murid dapat:

Berkomunikasi mengenai isu berkaitan makanan kesihatan dan suplemen
kesihatan.
Kriteria Kejayaan (KK): Pada akhir pelajaran, murid dapat:
Aras Rendah  menjelaskankan sekurang-kurangnya 1 maklumat berkaitan
Makanan dan suplemen kesihatan
 Menyatakan sekurang-kurangnya 3 maklumat dalam label
makanan
Aras Sederhana  menjelaskankan sekurang-kurangnya 2 maklumat berkaitan
Makanan dan suplemen kesihatan
 Menyatakan sekurang-kurangnya 5 maklumat dalam label
makanan
Aras Tinggi  menjelaskankan sekurang-kurangnya 3 maklumat berkaitan
Makanan dan suplemen kesihatan
 Menyatakan sekurang-kurangnya 8 maklumat dalam label
makanan
Penilaian (Kaedah dan Pemerhatian, lisan, Latihan murid
alat):
Bahan Bantu Mengajar: Buku teks, modul, papan putih mini
Pengisian Kurikulum: Ilmu Minat dan sifat ingin tahu tentang alam sekitar.
/ EMK / Nilai
Aktiviti Pengajaran Impak / Refleksi
Aktiviti Permulaan  Guru menyatakan standard pembelajaran dan kriteria
(Penglibatan) kejayaan bagi topik yang dipelajari
5 min  Guru memberikan situasi pengguna membeli makan tin
yang melepasi tarikh luput tanpa disedari.
 Murid diminta untuk berkominukasi mengenai pandangan
mereka tentang isu yang diberi.

Aktiviti Utama  Guru minta murid mengeluarkan isi penting daripada

(Penerokaan) teks petikan (buku teks ms 83-86).
10min  Kemudian murid membuat perkaitan antara objektif
pembelajaran dan kriteria kejayaan dengan tajuk
Makanan dan suplemen kesihatan
 Murid membuat nota ringkas bagi isi penting yang dicari

Aktiviti Utama Aktiviti Trade-A-problem

(Penerangan)
15 min  Guru memberi penerangan dan minta murid
berkomunikasi mengenai isu berkaitan makanan
kesihatan dan suplemen kesihatan.
 Seterusnya murid melakukan aktiviti Trade-A-problem
iaitu pasukan membina soalan dan menghantar kepada
pasukan lain untuk mencari penyelesaian atau jawapan.

Aktiviti Utama  Kemudian aktiviti menjawab soalan pada buku kerja.

(Perkembangan)
45 min
Aktiviti Penutup  Murid merumuskan apa yang dipelajari.
10 min

Tindakan Susulan untuk Pengayaan: Pengukuhan: Pemulihan:

Murid / Penilaian

Refleksi

Mata pelajaran: Sains Tarikh: 17/6/2022 Kelas: 5 Marvelous

Masa: 0830-1000 Hari: Jumaat Kehadiran Murid: /32
Tema: TEMA 1: PENYENGGARAAN DAN KESINAMBUNGAN HIDUP
Bidang Pembelajaran: BIDANG PEMBELAJARAN: 2.0 NUTRISI DAN TEKNOLOGI MAKANAN
Standard Kandungan 2.6 Makanan dan suplemen kesihatan

Standard Pembelajaran 2.5.1 Berkomunikasi mengenai teknologi pemprosesan makanan

Objektif Pembelajaran Pada akhir pelajaran, murid dapat:

Berkomunikasi mengenai isu berkaitan makanan kesihatan dan suplemen
kesihatan.
Kriteria Kejayaan (KK): Pada akhir pelajaran, murid dapat:
Aras Rendah  menjelaskankan sekurang-kurangnya 1 maklumat berkaitan
Makanan dan suplemen kesihatan
 Menyatakan sekurang-kurangnya 3 maklumat dalam label
makanan
Aras Sederhana  menjelaskankan sekurang-kurangnya 2 maklumat berkaitan
Makanan dan suplemen kesihatan
 Menyatakan sekurang-kurangnya 4 maklumat dalam label
makanan
Aras Tinggi  menjelaskankan sekurang-kurangnya 3 maklumat berkaitan
Makanan dan suplemen kesihatan
 Menyatakan sekurang-kurangnya 7 maklumat dalam label
makanan
Penilaian (Kaedah dan Pemerhatian, lisan, Latihan murid
alat):
Bahan Bantu Mengajar: Buku teks, modul, papan putih mini
Pengisian Kurikulum: Ilmu Minat dan sifat ingin tahu tentang alam sekitar.
/ EMK / Nilai
Aktiviti Pengajaran Impak / Refleksi
Aktiviti Permulaan  Guru menyatakan standard pembelajaran dan kriteria
(Penglibatan) kejayaan bagi topik yang dipelajari
5 min  Guru memberikan situasi pengguna membeli makan tin
yang melepasi tarikh luput tanpa disedari.
 Murid diminta untuk berkominukasi mengenai pandangan
mereka tentang isu yang diberi.

Aktiviti Utama  Guru minta murid mengeluarkan isi penting daripada

(Penerokaan) teks petikan (buku teks ms 83-86).
10min  Kemudian murid membuat perkaitan antara objektif
pembelajaran dan kriteria kejayaan dengan tajuk
Makanan dan suplemen kesihatan
 Murid membuat nota ringkas bagi isi penting yang dicari

Aktiviti Utama Aktiviti Trade-A-problem

(Penerangan)
15 min  Guru memberi penerangan dan minta murid
berkomunikasi mengenai isu berkaitan makanan
kesihatan dan suplemen kesihatan.
 Seterusnya murid melakukan aktiviti Trade-A-problem
iaitu pasukan membina soalan dan menghantar kepada
pasukan lain untuk mencari penyelesaian atau jawapan.

Aktiviti Utama  Kemudian aktiviti menjawab soalan pada buku kerja.

(Perkembangan)
45 min
Aktiviti Penutup  Murid merumuskan apa yang dipelajari.
10 min

Tindakan Susulan untuk Pengayaan: Pengukuhan: Pemulihan:

Murid / Penilaian

Refleksi